Дистанційне навчання як засіб розвитку самоорганізації студентів

Abstract

The aim of the article is a theoretical and methodological analysis of the possibilities of distance learning in the activation and development of self-organization skills in the educational and cognitive activities of students. To achieve this goal, theoretical research methods were used: analysis of psychological literature, systematization, generalization, modeling and scientific interpretation. The results of the research. Attracting students to independent work ensures the development of the student’s personality, manifests itself in the formation of such qualities as the ability to self-organize cognitive activity, the creative search and deepening of acquired knowledge, methods of their application, the ability to put forward a hypothesis, determine the goal of work, look for alternative means and methods of solving problems, systematize, summarize the results, presenting the final result. These skills are better reflected in the independent choice of one’s own actions and their planning in time (self-organization). Among the main mechanisms of activation and development of self-organization skills in distance learning were identified: goal-setting, conscious nature of cognition, positive reinforcement of learning outcomes, time planning, involvement in active learning methods, cross-checking and self-assessment of acquired knowledge and skills, attracting students to adjust distance learning courses). Summarizing the various scientific points of view, we have come to the conclusion that the use of distance learning forms enhances the student’s creative and intellectual potential, supports the interest and self-motivation for learning through self-organization (goal-setting, planning, introspection, self-control) and the formation of the ability to make responsible decisions independently.